Feedback for students has three essential features. Student responsibility. Holistic development. Understanding what is good work and how to improve. Non-judgemental improvement with critical self-reflection.

About

The vision of Human-Centred Education arose from over two decades of work at the Guerrand-Hermès Foundation for Peace (GHFP). By supporting educational projects and schools worldwide, organising international conferences and symposia, and conducting empirical research into education, the GHFP consolidated and articulated the idea underlying Human-Centred Education.

Briefly, Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of respecting each individual’s intrinsic value as a person, care, relationship and well-being.

The resources also illustrate how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into classrooms practices, teacher training and school governance.

This website aims to provide support to secondary school teachers, members of school management and leadership teams, those currently undertaking teacher training, as well as anyone else, who are interested integrating HCE in teaching and learning.

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Curriculum

A human-centred curriculum is constructed around the overall developmental and current needs of the student. Its construction focuses on developing central qualities necessary for the well-being and flowering of the whole person. It will touch and transform the motivational, cognitive, social and affective aspects of the student’s nature. Such a curriculum can offer a challenging and compelling learning experience in which students are more likely to become self-motivated, resourceful and responsible.

The human-centred approach takes into account more directly the particular nature, talents, strengths and weaknesses of the student as a focus of the learning process. Where possible, the curriculum will be co-constructed with the student in close consultation with a Learning Mentor and Subject Tutor.

Therefore instead of being subject-based which tends to separate knowledge into silos, a human-centred curriculum provides spaces for different kinds of development in seven curriculum areas:Direction Time: This is mentoring sessions during which a mentor works with the student for the entire duration of their secondary education. Mentoring provides a space for the student to be guided and challenged. It helps him/her to internalise educational standards, identify their talents, interests and preferred field of work in later life, review learning progress and develop self-awareness and responsibility.Group Time: This is designated time when young people can explore their emotional landscape and discuss relationship issues in a safe, caring environment. It includes both peer-led sessions and sessions led by a facilitator. Group sessions are open-ended in focus and integrate a variety of activities, such as dialogue, contemplation, drama, arts, music and movement, and other creative approaches.Cognitive Development Time: This is devoted to thinking, reasoning and self-conscious understanding of how one directs one’s attention and uses one’s cognitive abilities. It aims to cultivate the student’s capacity to listen and speak, and read and write, as well as more abstract thinking capabilities such as comprehension, systematic analysis, argumentation, deduction, criticism, questioning and making relevant connections.Project Time: This is dedicated time for the student to develop their own project(s), which may include vocational and work experiences, community service, academic work in the form of an inquiry, or a combination of the above. The aim is for the student to have learning experiences that relate directly to the kinds of activity they are interested in and might want to pursue later in life.Subject Time: This aims to meet each student’s need for knowledge, skills and qualities in a more specialised area. When a student has an increased self-awareness and a clearer direction in life, subject learning can serve two purposes: it enables them to connect to subject contents, and helps them to improve the relevant skills, attitudes and aptitudes in a more self-reflective way.General Knowledge Time: This consists of brief and concentrated units that are designed for students who are ready to learn and have sufficient background skills to understanding and benefit from the general knowledge unit.Exploration Time: This provides opportunities for students to broaden their horizons. It involves engaging in a full range of activities within the school, including sports and physical activities, arts, drama and music activities, clubs, academic groups, school meetings and so forth. It also includes experiences outside of the school, e.g. taster sessions at higher education, visits to work places, services in the community, and so on.

Rethinking Secondary Education: A Human-Centred Approach by Scherto Gill & Garrett Thomson, published by Pearson Education in 2012. This book articulates and develops a human-centred vision from conceptual perspectives. These theories form the philosophical underpinning of Human-Centred Education. “This… Read More

A human-centred school is a community of persons. This inevitably involves radically rethinking a school’s identity and the nature of its culture. This process of rethinking will vary according to the specific circumstances of each school, but there… Read More